The
Institute for Educational Inquiry (IEI) is a 501(c)(3) organization
founded in 1992 by John Goodlad to advance the Agenda for Education
in a Democracy.

The
IEI is an independent, nonprofit corporation that grew out of the
long-time work of the Center for Educational Renewal (CER) in the
College of Education at the University of Washington. The Institute
is funded completely by the generous support of many philanthropic
foundations dedicated to supporting education. The many funders
of the Institute and Center are listed here. See the Center
for Educational Renewal for the earlier history and genesis
of the IEI.

Much
of the work of the Institute involves conducting extensive professional
development programs on a wide range of educational issues that
bring together P-12, college of education, and arts and sciences
faculty from the settings of the National Network for Educational
Renewal (NNER). The professional development programs of the IEI
are diverse, including long-term programs to expand diversity
in teaching and teacher education programs; to integrate the arts
into the preparation of all elementary classroom teachers; to
develop leadership skills of faculty within schools, colleges
of education, and the arts and sciences; to establish greater
understanding between journalists and educators; and others. All
of our activities are made possible through the generosity of
many philanthropic foundations and individual donors. Visit our
programs page for more information
about these exciting initiatives.

Administratively,
the work of the Institute is done by a small group of dedicated
professionals. See the Staff/Consultants
page for names and contact information of our in-house staff and
our various initiative program leaders and consultants. The Institute's
work is also guided by a Board of Directors
made up of both local and national figures.

The
Institute works to advance the Agenda for Education in a Democracy.
This Agenda consists of a four-part mission, a set of strategies
to achieve that mission, and conditions that are necessary to
carry out the strategies.

The
agenda is mission driven and research based. It seeks to:

Foster
in the nation's young the skills, attitudes, and knowledge necessary
for effective participation in a social and political democracy.

Ensure
that all youths have access to those understandings and skills
required for satisfying and responsible lives regardless of race,
religion, gender, socioeconomic status, sexual orientation, or
birth language.

Develop
and provide continuing support to educators who nurture the learning
and well-being of every student.

Ensure
that educators are competent and committed to serving as stewards
of their schools.

To
accomplish this mission, schools and universities seek simultaneous
renewal of schools and the education of educators. They do so
by putting in place the conditions necessary to renewing the nation's
schools and its democracy.

The
IEI is a charitable 501(c)(3) nonprofit that relies on grants
from foundations and donations from individuals for its financial
support. To date, approximately forty foundations and fifty individuals
have provided funding to the Institute. Contributions to the IEI
are tax-deductible to the extent the law allows and may be mailed
to Paula McMannon at 117 East Louisa Street #371, Seattle, Washington
98102.

Agenda
for Education in a Democracy (AED) Scholars

The
Institute for Educational Inquiry (IEI) seeks to sustain the
history of the Agenda for Education in a Democracy (AED) and
sustain its renewal in the future. Toward those ends, John I.
Goodlad and the IEI recognize a group of leading college and
school educators as AED Scholars.

We
believe that the renewal of both education and democracy depend
on more than the written word. To adopt the language of Ken
Sirotnik in The Moral Dimensions of Teaching, there must be
a "communitya moral communitythat transcends
the special interests of individuals, families, groups that
stands for what this [democracy] is all about: liberty and justice
for all. . . . It is a 'moral ecology' held together by a political
democracy and the fundamental values embedded in the system."

Colleagues
of the Institute for Educational Inquiry constitute such a moral
community as they busily engage in work that teaches and advances
the Agenda for Education in a Democracy in a variety of ways
that keep it vibrant. Some of this work forwards the history;
some of it helps others understand the mission, the necessary
conditions for its advancement, and the strategies for implementing
it through teacher education, schooling, and community engagement.

The
work of these colleagues warrants a place in the human conversation
and is enhanced by it. Individuals selected as AED Scholars
benefit from association with others so selected and provide
counsel to the Institute for Educational Inquiry regarding the
mission and initiatives of the IEI. From time to time, as funding
permits, selected AED Scholars assemble to reflect on issues
associated with their area of specialization.

Those
designated as AED Scholars receive no added financial compensation
in connection with their recognition, but the IEI endeavors
to publicize their ongoing work and accomplishment to the broader
educational community.

When
the National Network for Educational Renewal held its annual
meeting in Bellevue, Washington, on October 15-17, 2009, AED
Scholars led five discussions. The first presentation provided
an overview of the seemingly intractable issues that frustrate
our efforts to develop the good society: one in which the people
are both healthy and wise and the culture as a wholea
democratic cultureis supportive. Following that introduction
session/paper, the remaining sessions/papers dealt with the
following issues:

1.
Gross inequities in virtually every component of this nation's
system of public education.
2. Inattention to the huge body of information we have about
individual differences among humans and about human development
in general.

3. The general failure of policymakers, professionals, and
the general public to work together in a common purpose such
as the public democratic purpose of schooling.

4. The continued failure of our society, especially at the
policy level, to comprehend that the conventional wisdom and
dominant behavior of our people stem from nonintentional and
intentional educating by forces other than our schools.

These Critical Issues Papers
are works in progress and are available here.

John
I. Goodlad initiated the League of Small Democratic Schools in
2004 to promote professional development that emphasizes the growth
of students as individuals who are successful members of a democratic
society and helps preserve schools that successfully advance the
Agenda for Education in a Democracy. In August 2007, the name
was changed to the League of Democratic Schools (LODS). Please
see links to newsletters and
documents that highlight the League's purposes,
characteristics, and benefits and provide a brief
description of the League, which includes member schools.

For questions
regarding the work of the Institute, please contact Paula
McMannon.

For a brief
description of the Agenda for Education in a Democracy and its relationship
to the Institute, click here.